| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | HUM 121 | ||||
| Course Title in English | Psychological Well-being and Resilience | ||||
| Course Title in Turkish | Psikolojik İyi Oluş ve Sağlamlık | ||||
| Language of Instruction | TR | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Spring,Fall | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 136 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To develop knowledge and understanding of the concepts and models of stress and coping skills and they might be used in daily life to tolerate stressful and challenging experiences. | ||||
| Course Description | Although the only constant in life is change, the uncertainty that comes with change is likely to bring stress and anxiety. And on top of this uncertainty, we experience varying forms of loses and psychologically challenging events in the course of life. Maintaining our psychological well-being despite possible adversities and enjoying a meaningful life requires being well-equipped and knowledgeable about resilience. This course aims to enhance our understanding of what psychological well-being and resilience are and the skills that are required to remain psychologically healthy. In the course, we will explore the role of nature and nurture in psychological well-being, and parts played by our beliefs and emotions in stress and anxiety. This is an interactive course with a combination of lecture and exercises. Students will participate in in-class activities, and sometimes group work and role-plays to practice what they learn about psychological well-being and resilience. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) explain what psychological well-being and resilience refer to; 2) identify the factors and skills that play a role in resilience; 3) know scientifically-based strategies for coping with stress; 4) use specific techniques to regulate emotions that might be challenging for psychological well-being. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | ||||
| 2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | ||||
| 3) An ability to communicate effectively with a range of audiences | ||||
| 4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | ||||
| 5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | ||||
| 6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | ||||
| 7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics | N | |
| 2) | An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors | N | |
| 3) | An ability to communicate effectively with a range of audiences | S | Participation |
| 4) | An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts | S | Participation |
| 5) | An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives | S | Participation |
| 6) | An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions | N | |
| 7) | An ability to acquire and apply new knowledge as needed, using appropriate learning strategies | N |
| Prepared by and Date | SENA CÜRE ACER , October 2024 |
| Course Coordinator | İLKSEN BOSTANCI |
| Semester | Spring,Fall |
| Name of Instructor | Prof. Dr. AYŞE BİLGE SELÇUK |
| Week | Subject |
| 1) | Introduction |
| 2) | Basic concepts in psychology required to understand well-being |
| 3) | Understanding psychological well-being and resilience. |
| 4) | Coping with loss |
| 5) | Lifespan development of resilience |
| 6) | Role of self-regulation in well-being |
| 7) | Cognitive processes and resilience. |
| 8) | Midterm |
| 9) | Strategies for stress management |
| 10) | Supporting psychological resilience |
| 11) | Close relationships and well-being |
| 12) | Psychological first aid |
| 13) | Your scientific model of happiness |
| 14) | Gözden geçirme ve toparlama |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | • Beck, J. (2020). Cognitive conceptualization. Cognitive therapy: Basics and beyond, (3rd ed.). The Guilford Press, 1995, pp. 26-55. • Bonanno, G. A. (2008). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? Psychological Trauma: Theory, Research, Practice, and Policy, S(1), 101–113. • Madeson, M. (2017). The PERMA model: Your scientific theory of happiness. Positive Psychology Blog. https://positivepsychology.com/permamodel/ • Mastandrea, S., Fagioli, S., & Biasi, V. (2019). Art and psychological well-being: Linking the brain to the aesthetic emotion. Frontiers in Psychology, 10, 739. • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-238. • McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1–9. • Richmond-Rakerd, L. S., Caspi, A., Ambler, A., d’Arbeloff, T., de Bruine, M., Elliott, M., & Moffitt, T. E. (2021). Childhood self-control forecasts the pace of midlife aging and preparedness for old age. Proceedings of the National Academy of Sciences, 118, 1-11. • Slatcher, R. B., & Selcuk, E. (2017). A social psychological perspective on the links between close relationships and health. Current Directions in Psychological Science, 26(1), 16–21. | |||||||||||||||
| Teaching Methods | This course will have a flipped format. The predominant format of the course in class will be lecture accompanied by in-class exercises. Students will get prepared for class by watching videos and/or making readings about the concepts and skills that will be covered in that week’s class. In class, they will be required to work individually or together as a group on ungraded exercises to develop a better understanding of these concepts and skills. Active and thoughtful participation in the class will also be required. | |||||||||||||||
| Homework and Projects | In-class activities and assignments will comprise 50% of the total grade. | |||||||||||||||
| Laboratory Work | None | |||||||||||||||
| Computer Use | Students will be expected to use appropriate information technologies both in their assignments and during class hours. They will need to read online resources and articles and watch several videos before the class. | |||||||||||||||
| Other Activities | None | |||||||||||||||
| Assessment Methods |
|
|||||||||||||||
| Course Administration |
selcukay@mef.edu.tr Students are expected to attend all class sessions and contribute to the weekly lecture, in addition to being on time, being prepared for each class and being respectful of other’s identities and viewpoints. Attendance in-class activities and participation will be considered in assigning grades. Make-up exams and compensations for class activities will be given only for university-approved excused absences with written documentation where appropriate. Some extra credit opportunities (e.g., via participating in psychology experiments) might be made available for students throughout the semester. Acts of cheating, lying, and deceit in any of their diverse forms are considered dishonest and immoral; and hence, will not be tolerated. Academic dishonesty and plagiarism: Law on Higher Education Art. 54. |
|||||||||||||||
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1.5 | 3 | 63 | |||
| Application | 1 | 10 | 10 | ||||
| Quiz(zes) | 13 | 1 | 2 | 1 | 52 | ||
| Midterm(s) | 1 | 10 | 1 | 11 | |||
| Total Workload | 136 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||